Students as Place-Makers

A Case Study on Action Civics and Place

Dados Bibliográficos

ID8924329
AutoresVictoria Davis Smith (0000-0002-2132-7593, University of Alabama, autor correspondente), Kevin Russel Magill (0000-0002-1438-1460, Baylor University), Michelle Bauml (0000-0003-2033-4051, Texas Christian University), Brooke Blevins (0000-0001-6380-5824, University of Idaho), Karon LeCompte (0000-0002-1278-2789, Baylor University)
Ano2023
Volume59
Fascículo3
Páginas318-337
Data de publicação2023-04-14
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEducational Studies (JOURNAL)
Identificadores do periódicoISSN: 0013-1946 • E-ISSN: 1532-6993
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2023.2200188
OpenAlexW4365509905
IdiomaEN
Citações recebidas4
Referências citadas60

In this study, we aimed to understand the role of place in how young people come to understand civic life. We implemented and studied an action civics curriculum at two sites to explore the connections between place and youth civic identity. We found that (1) place informs students' conceptualizations of community responsibility and collective action, (2) place can help students see community issues in expansive and critical ways, and (3) attention to place during instruction can encourage young people to identify as civic agents. We suggest that a pedagogical emphasis between place and action civics helps students imagine themselves as builders of their socio-material reality and contributes to their civic knowledge, skills, and dispositions

Action (physics · Aesthetics · Citizenship · Citizenship education · Civic engagement · Civics · Curriculum · Environmental education · Expansive · Identity (music · Pedagogy · Place-Based Education · Political science · Politics · Sociology · Educator Training and Historical Pedagogy · Indigenous and Place-Based Education · Law · Youth Development and Social Support